1. All children, regardless of race, creed, sex, or the social station or economic condition of their parents, have equal right to, and should have equal opportunity for, such education as will develop to the fullest possible degree all that is best in their individual natures, and fit them for the duties of life and citizenship in the age and community in which they live. 2. To secure this right and provide this opportunity to all children is the first and highest duty of the modern democratic state, and the highest economic wisdom of an industrial age and community. Without universal education of the best and highest type, there can be no real democracy, either political or social; nor can agriculture, manufactures, or commerce ever attain their highest development. 3. Education in all grades and in all legitimate directions, being for the public good, the public should bear the burden of it. The most just taxes levied by the state, or with the authority of the state, by any smaller political division, are those levied for the support of education. No expenditures can possibly produce greater returns and none should be more liberal. _The New South on Negro Education_ Concerning Negro education, I am publishing the resolutions in full, because they voice the present thought of the best leadership in the South: 1. We endorse the accepted policy of the states of the South in providing educational facilities for the youth of the Negro race, believing that whatever the ultimate solution of this grievous problem may be, education must be an important factor in that solution. 2. We believe that the education of the Negro in the elementary branches of education should be made thorough, and should include specific instruction in hygiene and home sanitation, for the better protection of both races. 3. We believe that in the secondary education of Negro youth emphasis should be placed upon agriculture and the industrial occupations, including nurse training, domestic science, and home economics. 4. We believe that for practical, economical and psychological reasons Negro teachers should be provided for Negro schools. 5. We advise instruction in normal schools and normal institutions by white teachers, whenever possible, and closer supervision of courses of study and methods of teaching in Negro normal schools by the State Department of Education. 6. We recommend that in urban and rural Negro schools there should be closer and more thorough supervision, not only by city and county superintendents, but also by directors of music, drawing, manual training, and other special topics. 7. We urge upon school authorities everywhere the importance of adequate buildings, comfortable seating, and sanitary accommodations for Negro youth.